WELCOME
BACK FROM THE PRESIDENT
Encouraging Interaction and Collaboration
In
July, I had the pleasure of
attending the
taping of a "Justice Talking" debate
on the most recent Supreme
Court decisions. Produced by
the Annenberg Public Policy
Center at Penn and hosted by
National Public Radio, "Justice
Talking" tackles the hot legal
controversies that touch our
lives.
Few
topics were hotter that week
than the U.S.
Supreme Court's decision on
affirmative action, which upheld
the right of universities to
take race into account in admissions
decisions. Like many, I anxiously
awaited their opinion and was
elated to read Justice Sandra
Day O'Connor's majority opinion
in Grutter v. Bollinger, which
recognized, in her words, "the
substantial, important, and
laudable educational benefits
that diversity is designed
to produce, including cross-racial
understanding and the breaking
down of racial stereotypes."
O'Connor invoked "numerous
expert studies and reports
showing that such diversity
promotes learning outcomes
and better prepares students
for an increasingly diverse
workforce, for society, and
for the legal profession." She
noted that "[m]ajor American
businesses have made clear
that the skills needed in today's
increasingly global marketplace
can only be developed through
exposure to widely diverse
people, cultures, ideas, and
viewpoints."
"Moreover," she
continued, "because universities
...
represent the training ground
for a large
number of the Nation's leaders,
the path to leadership must
be visibly open to talented
and qualified individuals of
every race and ethnicity."
The
ruling was an important victory
for the
principle of diversity. And
contrary to one critic's complaint
that the Court had perpetuated "government
involvement in picking winners
and losers on the basis of
skin color," O'Connor understood
that assembling a diverse class
to advance a university's mission
entails "complex educational
judgments in an area that lies
primarily within the expertise
of the university." The Court's
ruling was, in her words, "in
keeping with our tradition
of giving a degree of deference
to a university's academic
decisions."
Still,
those of us who cherish diversity
cannot
pretend that the storm clouds
of opposition and
protest will
dissipate. The Supreme Court's
decision simply resolves
one aspect of a debate
that will
likely continue in different
forums. Critics will continue
to challenge affirmative
action vigorously and
question the
pedagogical value of diversity.
Many commentaries will be
shrill and abrasive.
Some critiques
will be reasoned, thoughtful,
and compelling.
In the September
issue of Atlantic Monthly,
for example, columnist David
Brooks maintains that "[t]he
dream of diversity is like
the dream of equality. Both
are based on ideals we celebrate
even as we undermine them daily. "
Brooks
laments "the
segmentation of society" into "little
validating communities" in
which "people [are] content
to cut themselves off from
everyone unlike themselves." He
thinks "adults [should] get
out of their own familiar circles," in
their travels, their social
encounters, and their reading."
I agree strongly
with this perspective. We all
have more work to do to encourage
interactions and collaborations
that foster both a deeper understanding
of other cultures and close,
meaningful personal relationships
among men and women from all
backgrounds.
While
a stroll through campus, a
survey of
Penn's diverse faculty hires
and research portfolio, and
the flowering of intercultural
activities on campus reflect
diversity's beneficial impact,
more can be done. We must proactively
help all our students to know
and interact frequently with
peers from many different backgrounds.
Only when the full potential
of diversity is realized will
it develop our students' powers
of thinking and problem-solving,
prepare them for leadership
in business, government, the
professions, and the arts,
and deepen their understanding
of a complex world.
And
while we have not yet fully
realized the "dream
of diversity" at Penn, maintaining
our strong commitment to diversity--in
student admissions, in faculty
appointments, and in staff
hirings--will keep us on the
right track.
As I begin my
last year as President, I cannot
help but think back not only
on how much we have accomplished
as a community, but how much
Penn has changed since I arrived
as a freshman a fair number
of years ago. In the early
1960s, my classmates and I
had few opportunities to learn
from encounters with peers
from many different backgrounds,
places, or experiences. Of
the many reasons I would love
to be entering Penn as a freshman
in 2003, one is the presence
of extraordinary men and women
who have transformed Penn from
a regional institution into
a truly global community of
scholars.
As
we begin this academic year,
let us celebrate
Penn's dynamic and diverse
community, which has the
potential to enrich our
learning and
our lives. And let us commit
ourselves to redoubling
our
efforts to engage one another
across all boundaries
as colleagues
and friends.